Child Psychology and Psychiatry

Child Psychology and Psychiatry

Frameworks for Clinical Training and Practice

Edited byDavid SkuseUniversity College LondonUK

Helen BruceEast London NHS Foundation TrustUK

Linda DowdneyUK

Third Edition

This edition first published 2017 © 2017 John Wiley & Sons, Ltd

Edition HistoryWiley-Blackwell (2e, 2011)

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Library of Congress Cataloging-in-Publication Data

Names: Skuse, D. (David), editor. | Bruce, Helen (Consultant psychiatrist), editor. | Dowdney, Linda, editor.Title: Child psychology and psychiatry : frameworks for clinical training and practice / edited by David Skuse, Helen Bruce, Linda Dowdney.Description: Third edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2017. | Includes index. | Identifiers: LCCN 2016059981 (print) | LCCN 2017016743 (ebook) | ISBN 9781119170228 (Adobe PDF) | ISBN 9781119170204 (ePub) | ISBN 9781119170181 (cloth) | ISBN 9781119170198 (pbk.)Subjects: LCSH: Child psychology. | Child psychiatry.Classification: LCC BF721 (ebook) | LCC BF721 .C5157 2017 (print) | DDC 155.4—dc23LC record available at https://lccn.loc.gov/2016059981

Cover Image: The Children’s Game, c.1955 (oil on hardboard), Everts, Anneliese (1908 –1967) / Private Collection / Bridgeman Images Cover Design: Wiley

Set in 10/12, WarnockPro by SPi Global, Chennai, India

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Contents

Notes on Contributors xxiii

Section 1 Developing Competencies1a: Contextual Influences Upon Social and Emotional Development 1

1 Family and Systemic Influences 3Barbara MaughanFamily Relationships and Parenting 3

Parent and Family Characteristics 5Sibling Relationships 5

Changing Family Patterns 6Parental Separation and Divorce 6

Childcare and Schooling 6Wider Social and Environmental Influences 7

Poverty and Social Disadvantage 7Neighbourhood and Community Contexts 8Multiple Stressors 8

References 8

2 Child Development and Cultural Considerations in Clinical Practice 11Ruma Bose and Sanjida SattarIntroduction 11Developmental Niche and Eco-Cultural Pathways 11Childhood and Parenting Across Cultures 12Infancy 12

Developmental Stages 12Attachment 12Parental Involvement in Play and Learning 13

Middle Childhood 13Adolescence 14

Culture and Disability 14Ethnicity and Mental Health 14Conclusion 15References 15

Contentsvi

3 Neurobehavioural Development in Infancy: The Buffering and Transducing Role of the Mother/Caretaker–Infant Dyad 17Cindy H. Liu and Ed TronickIntroduction 17Infant Neurobehavioural Capacities 17Culture 18Mutual Regulation and Buffer–Transducer Models 20Conclusion 21References 22

4 Genetic and Biological Influences 25David SkuseIntroduction 25How Many Genes Are There? 26Sources of Genomic Variation 28Mechanisms of Genomic Regulation 29Mechanisms Influencing Neurodevelopmental Integrity 30Measuring Genetic Susceptibility to Psychiatric Disorders 30

Gene–Environment Interactions 30Genome-Wide Association Studies (GWAS) 31Epigenetic Variation 32

Future of Psychiatric Genetics: Precision Medicine 32Conclusions 33References 34

Section 1b: General Patterns of Development 37

5 Clinical Evaluation of Development from Birth to 5 Years 39Ajay Sharma, Tony O’Sullivan and Gillian BairdChild Development and Neurodevelopmental Disorders 39History-Taking 41Observation and Interactive Assessment 42Developmental Domains 42

Gross Motor 42Visual Behaviour, Eye–Hand Coordination and Problem-Solving 43

Early Visual Behaviour 43Eye–Hand Co-Ordination 43Object Concepts and Relationships 44Imitating and Copying Cube Models 44Drawing 45

Language and Communication 46Play and Social Behaviour 46Development of Attention 46Cognitive Development 46

Clinical Decision-Making and Severity of Developmental Delay 48

Contents vii

Physical Examination 49Planning Medical Investigations and Making Diagnosis 50Further Reading 51

6 Emotional Development in the First Year of Life 53Howard SteeleIntroduction 53Infant Emotional Expression 53The Development of Infant Emotional Expressions 54

Crying 54Smiling or Joy 55Surprise, Anger and Sadness 55Fear 55Infant Detection of the Emotional Expressions of Others 56The Interactive Context 57

References 57

7 Young People with Learning Disabilities 59David DossetorIntroduction 59The Changing Context 59

Human Rights, Equity of Access to Services and Social Inclusion 59Assessment and Intervention 60

Quality of Life, Developmental and Mental Health Factors 60Child and Family Factors 63Educational and Service Influences 63

Types of Intervention 64The Development of Services 65Conclusion 66References 67Internet Resources 68

8 Language Development 71Thomas Klee and Stephanie F. StokesProcesses and Components of Language Development 71Milestones of Speech and Language Development 73Developmental Phases 73Atypical Language Development 75Future Directions 75References 75Internet Resources 76

9 Development of Social Cognition 77Virginia SlaughterEarly Social Cognition 77Social Cognition in Preschool and Beyond 78

Contentsviii

Individual Differences in Social Cognition – Implications for Children’s Social Lives 79Individual Differences in Social Cognition – Where Do They Come From? 80References 81

10 Social and Emotional Development in Middle Childhood 83Alan CarrIntroduction 83The Preschool Years 83Middle Childhood 85Adolescence 86Factors Contributing to SED 86Positive SED 86Problematic SED 87Consequences of SED Problems in Middle Childhood 87Addressing SED Problems 88References 88

11 Social-Cognitive Development During Adolescence 91Sarah-Jayne BlakemoreHumans Are Exquisitely Social 91The Social Brain 91Development of Mentalizing During Adolescence 91Online Mentalizing Usage is Still Developing in Mid-Adolescence 93References 95

Section 2 Promoting Well-being 97

12 Attachment in the Early Years: Theory, Research and Clinical Implications 99Pasco FearonWhat is Attachment? 99Attachment Variations and Their Measurement 100Causes of Variation in Attachment 100

Attachment Disorders 103Consequences of Variations in Attachment 103Interventions 104

Preventive Interventions 104Interventions with Fostered and Adopted Children 104

Conclusions 105References 105

13 Promoting Infant Mental Health 109Christine PuckeringWhy the Early Years Matter 109

Pregnancy and the Perinatal Period 110

Contents ix

Intervention 111Antenatal and Postnatal Interventions 111Intervention During Early Childhood 112

The Need for Supportive Services 113Primary Health Care Services 113The Role of Child Mental Health Services 113

References 113

14 Promoting Children’s Well-Being: The Prevention of Depression and Anxiety 117Paul StallardPrevention 117School-Based Prevention 119Depression Prevention Programmes 119Anxiety Prevention Programmes 120Future Developments and Challenges 121References 122

15 Fostering Resilience in Adolescents 125Angela VealeIntroduction 125What Do We Mean by Resilience? 125

Agency in Resilience 126Mobilizing Social Networks to Foster Coping and Resilience 126

Implications for Policy and Practice 127Mobilizing Resilience: An Illustrative Example 127

Summary of the Project 127Implementing the Project 129

Conclusion 130References 131

16 Sexual Orientation, Sexual Health and Gender Dysphoria 133Justin WakefieldIntroduction 133Sexual Orientation 133

Defining Sexual Orientation and Its Importance in Clinical Evaluation 133An Overview of the Literature Relating Sexual Orientation and Mental Health 134Understanding the Associations Between Sexual Orientation and Mental Health 134Intervening to Prevent Adverse Mental Health Outcomes 134

Sexual Health 135The Influence of Mental Health on Sexual Behaviour 135The Influence of Mental Health Treatment on Sexual Behaviour 136

Clinical Implications 136Gender Dysphoria 136

Diagnostic Issues 136Epidemiology 136

Contentsx

Aetiology 137Clinical Management in Childhood 137Clinical Management in Adolescence 137

Non-specialist care 137Specialist Care 138

Summary 138References 138

17 Child Users of Online and Mobile Technologies – Risks, Harms and Intervention 141Peter K. Smith and Sonia LivingstoneAggressive Risks: Cyber-Aggression and Cyberbullying 142Sexual Risks: Pornography, Sexting, Stranger Danger 142Trends Over Time 143The Harm Associated with Mobile and Online Risk 144

Aggressive Risks and Harm 144Sexual Risks and Harm 145

Factors that Increase Risk of Harm or Protect Against Them 145Interventions 145

Challenges to Research 145Policy Implications 146

References 146Internet Resources 148

Section 3 The Impact of Trauma, Loss and Maltreatment3a: Trauma and Loss 149

18 Children Bereaved by Parent or Sibling Death 151Linda DowdneyChildren’s Understanding of Death 151How Children Express Grief 151

Early Childhood 151Middle Childhood 152Adolescence 152

Resilience and Positive Outcomes in Bereaved Children 152Psychopathology in Bereaved Children 152

Prolonged Complex Bereavement 153Hypothalamic–Pituitary–Adrenal Axis (HPA) Dysregulation 153What Influences Child Outcome? 153Interventions with Bereaved Children 154

Theoretical and Cultural Influences 154What Do Bereaved Children Need? 154What is Helpful for Parents? 155Services for Bereaved Children 155The Role of Professionals 155

Conclusions 157References 157

Contents xi

Internet Resources 159For Families 159Resources for Schools and Teachers 159Advice on Different Faith and Belief Communities 159

19 Stress and Reactions to Stress in Children 161David TrickeyReactions 161Cognitive Model of PTSD 163Evidence-Based Interventions 164Conclusion 165References 165

20 Children’s Developing Sense of Moral Agency, and the Disruptions Associated with War Exposure 167Cecilia WainrybThe Development of Moral Agency 167Challenges Posed by Exposure to War 168

Numb Agency 168Imbalanced Agency 169Essentialized Agency 170

Conclusions 171References 172

Section 3b: Maltreatment 175

21 Child Maltreatment 177Danya GlaserIntroduction 177The Nature of Maltreatment 177Epidemiology 177Social and Family Factors 179The Harm to the Child 179

Psychosocial Development 180Educational Progress and Employment 181

Recognition of Maltreatment and Assessment of Harm and Need 181Professional Response to Child Maltreatment 182

Treatment and Future Prevention 183Conclusion 184References 184

22 The Neuroscience and Genetics of Childhood Maltreatment 187Eamon McCrory, Vanessa B. Puetz and Essi VidingThe Impact of Maltreatment on Brain Development 187Structural Differences 188

Subcortical Structures: The Hippocampus and Amygdala 188Cortical Structures: The Prefrontal Cortex and Cerebellum 188Corpus Callosum and Other White Matter Tracts 189

Contentsxii

Functional Differences 190FMRI Studies 190Event-Related Potential (ERP) Studies 190

The Role of Genetic Influences 191Clinical Implications 191

References 192

Section 4 Atypical Development in Children and Adolescents 195

23 Autism Spectrum Disorder – An Evolving Construct 197William MandyThe Dimensionality of ASD 198The Fractionation of the Autism Triad 198The End of Asperger’s Disorder 199Gender Differences in ASD 199

Higher Social Motivation 200Distinct Pattern of Risk for Co-Occurring Conditions 200A Better Capacity to Camouflage and Compensate for Autistic Difficulties 200

Conclusions 201References 201

24 Attention Deficit Hyperactivity Disorder 203Antonio Muñoz-Solomando and Anita ThaparDefinition 203Epidemiology 205Aetiology 205Cognitive and Neurobiological Correlates 205Diagnostic Assessment 206

Information from Parents 206Child Information and Observation 207Report from School or Other Informants 207Physical Examination 207

Treatment 207Pharmacological Intervention 207Stimulants 208Non-Stimulants 209Other Medications 209Psycho-Social Interventions 210School Interventions 210Other Interventions 210

Clinical Course 211References 211

25 Anxiety Disorders in Children and Adolescents 215Aaron Vallance and Elena GarraldaDiagnostic Features 215Epidemiology 217

Contents xiii

Aetiology 217Temperament 217Genetic Factors 217Environmental Factors and Parent–Child Interactions 218Neurobiology/Neuropsychology Factors 218Respiratory Dysregulation 219

Assessment 219Prognosis 219Treatment 220

Cognitive Behavioural Therapy (CBT) 220Pharmacotherapy 221

Conclusion 224References 224

26 Childhood Behavioural Disorders 227Graeme Lamb and Ramya SrinivasanIntroduction 227Diagnostic Classifications and Subtyping 227Epidemiology 229Aetiology 229Prevention and Treatment 230Conclusion 232References 232

27 Depression and Suicidal Behaviour 235Julia Gledhill and Matthew HodesIntroduction 235Depressive Disorder 235

Epidemiology 235Aetiological Factors 236Diagnostic Assessment 237Outcome 237Management 237

Initial Assessment 237Treatment 238Managing Associated Co-Morbidity and Risk Factors 238Preventing Relapse 238

Suicidal Behaviour 238Epidemiology 238Aetiological Factors 239Predisposing Factors 239

Individual 239Family 239Wider Environment 239

Precipitating Factors 239Risk Associated with Self-Harm 240

Course 240

Contentsxiv

Management 240Type of Assessment 240Treatment 241Prevention 241

References 242

28 Eating Disorders in Adolescence 245Dasha NichollsDiagnosis and Classification 245Epidemiology and Aetiology 246Managing Eating Disorders 248

Medical Aspects 248Psychiatric Aspects of Management 250

Key Messages and Future Directions 251References 251

29 Emerging Personality Disorder 255Eileen VizardDefinitions 255

Temperament 255Personality 255

Childhood Personality Traits and Adult Outcomes 255Relevant Neuroscience Findings 257Personality Assessment and Personality Disorder in Clinical Practice 257

Why Assess Childhood Personality? 257Diagnostic Issues 258

Conclusions 260References 261

30 Literacy Disorders 263Valerie Muter and Margaret J. SnowlingDefinition, Incidence, Persistence and Co-occurrence 263Acquiring Literacy Skills 264The Nature of Impairment in Children with Literacy Disorders 264Patterns of Impairment from Preschool to Adolescence 265Assessing Literacy Disorders 266Teaching Children with Literacy Disorders 268References 269

31 Challenges in Child and Adolescent Obsessive Compulsive Disorder 271Elaine Chung, Anup Kharod and Isobel HeymanThe ‘Hidden Problem’ 271

When Do Ordinary Childhood Rituals Become OCD? 272Aetiology 272Assessment of the Young Person with Possible OCD 272

Differential Diagnosis and Identifying OCD 272Phenomenology of Obsessions and Compulsions 273

Contents xv

Obsessions May Cause More Distress Than Compulsions 273Co-Morbidities 273

Treatment 274Young People Becoming Experts 274Cognitive Behavioural Therapy 274

Anxiety 274OCD as An ‘Intruder’ 275

Medication 276Prognosis and Ongoing Care 277References 277Further Reading 279Internet Resources 279

32 Medically Unexplained Symptoms/Functional Symptoms in Children and Adolescents 281Eve McAllister, Laura Markham, Anna Coughtrey and Isobel HeymanIntroduction 281Epidemiology 282Factors Relevant to the Development, Severity and Persistence of FS 282

Course of Illness 283Assessment 284Treatment 285

Effectiveness of Psychological Treatment 285Psychopharmacological Treatment 286

Current Challenges and Future Directions 286References 288

33 Paediatric Bipolar Disorder 291Anthony JamesIntroduction 291

Diagnostic Criteria 291Differential Diagnosis 292

Epidemiology 293Assessment 293

Prodrome and Longitudinal Course 294Suicide 294

Treatment 295Acute Phase 295Treatment of Depression in Bipolar Disorder 296Longer-Term Treatment 296Psychological Interventions 296

References 296

34 Early Intervention in Psychosis 299Paolo Fusar-Poli and Giulia SpadaIntroduction 299Early-Onset Psychosis 299

The Psychosis Prodrome 300

Contentsxvi

The Clinical High-Risk State 300Detecting the Clinical High-Risk State 300

The BS Approach 301The UHR Approach 301

Using High-Risk Criteria with Children and Adolescents 303Transition to Psychosis 303

Intervention 304Future Directions 305References 305

35 Developmental Language Disorder 307Gina Conti-Ramsden and Kevin DurkinWhat is Developmental Language Disorder? 307What Causes DLD? 308

Biological Bases of DLD: Genetic and Neurobiological Factors 308Cognitive Bases of DLD: Non-Linguistic and Linguistic Factors 309Environmental Influences 309

What Types of Language Difficulties Do Children with DLD Have? 309Distinctive Features of Language in DLD 310Developmental Progression of Language Skills in DLD 310Associated Developmental Problems and Outcomes 311Implications 311References 312Internet Resources 313

36 Substance Misuse in Young People 315K. A. H. Mirza, Roshin M. Sudesh and Sudeshni MirzaIntroduction 315Epidemiology 315Defining Substance Misuse in the Young: A Developmental Perspective 317Definitions 317Alternative Classifications in Young People 317Aetiology: Risk and Protective Factors 320Antecedent and Co-Morbid Mental Health Problems 320Consequences and Associated Features of Substance Misuse 321Clinical Assessment 322Treatment 322

Evidence Base for Treatment 322Role of Child and Adolescent Substance Mental Health Services (CAMHS) 323Conclusions 323References 324Appendix 36.1 Clinical Assessment 326

Mental State Examination and Physical Examination 326Investigations 327

Contents xvii

Section 5 Assessment and Approaches to Intervention 329

37 New Perspectives on the Classification of Child Psychiatric Disorders 331Elena GarraldaIntroduction 331The Modern Area of Classification of Psychiatric Disorders 331Classification in Child and Adolescent Psychiatry 332Child and Adolescent Psychiatric Disorders in DSM 5 and as Proposed for ICD 11 333The Neurodevelopmental Disorders 333

Autistic Disorders 333Developmental Language or Communication Disorders 334

The Classification of Disruptive, Dissocial and Conduct Disorders 334Future Approaches to Classification 335Classification and Child and Adolescent Mental Health Practice 335Final Considerations 336References 336

38 Paediatric Neuropsychological Assessment: Domains for Assessment 339Jane Gilmour and Bettina HohnenIntroduction 339Why Undertake a Specialized Neuropsychological Assessment? 339When is a Specialized Neuropsychological Assessment Justified? 339Measurement Considerations 340

Developmental Considerations 340Be Sure of Why the Child Fails a Task – What is Their Route to Failure? 340Psychometrics 341

Reliability and Validity 341Interpreting Scores 341

Domains of Specialist Assessment 341General Ability 341Memory 347Language 347Attention 349Spatial Ability 349Motor Skills 349Executive Function 349Social Cognition 350

Conclusions 350References 351

39 Cognitive Behavioural Therapy for Children and Adolescents 355Cathy Creswell and Thomas G. O’ConnorBasic Premises of the CBT Approach and its Administration 356Developmental Considerations 357

Contentsxviii

Recent Advances and Future Directions for CBT for Children and Adolescents 358Conclusion 360References 360Further Reading 361

40 Psychodynamic Psychotherapy for Children and Adolescents 363Eilis KennedyIntroduction 363Basic Premises of a Psychodynamic Approach 363The Evidence Base for Psychodynamic Child Psychotherapy 364Examples of Research with Children and Young People Presenting with Various Clinical Problems 364

Children Who Have Experienced Abuse 364Internalizing and Externalizing Disorders 364

Disruptive Behaviour Disorders 364Internalizing Disorders 364

Mixed Diagnoses 365Young People with Poorly Controlled Diabetes 366Long-Term Outcomes 366

The Anna Freud Centre Long-Term Follow-up Study 366Potential Adverse Effects of Treatment 367Conclusion 367References 367

41 Systemic and Family Approaches to Intervention 371Philip MessentIntroduction 371Externalizing Disorders 371

Attention Deficit Hyperactivity Disorder (ADHD) 371Conduct Problems in Adolescence 372Substance Misuse in Adolescence 372

Emotional Problems 372Anxiety 372Depression 373Self-Harm and Attempted Suicide 373

Eating Disorders 373Adolescent Anorexia Nervosa 373Obesity 374

First Episode Psychosis 374A Different Sort of Evidence 374References 375

42 Mentalization 379Dickon BevingtonIntroduction 379Definition 379Development 380

Contents xix

Relevance 381Applications 381

The Mentalizing Stance 381Specific Interventions 382

Mentalization-Based Treatment 382MBT-Families 382Adaptive Mentalization-Based Integrative Treatment (AMBIT) 383

References 384

43 Parenting Programmes for Conduct Problems 387Stephen Scott and Sajid HumayunEvidence Linking Parenting to Child Psychopathology 387Programmes for Children Based on Social Learning Theory 387Format of a Typical Social Learning Programme 388

Teaching a Child-Centred Approach 388Increasing Desirable Child Behaviour 389Imposing Clear Commands 389Reducing Undesirable Child Behaviour 389

Interventions with Youth 389Family-Based Interventions 390Multi-Component Interventions 390

Effectiveness 391Social Learning Approaches 391Youth Interventions 391

Mediators and Moderators of Change 391Dissemination: The Role of Therapist Skill 391Conclusion 392References 392

44 Paediatric Psychopharmacology – Special Considerations 395Paramala Santosh and Rakendu SurenIntroduction 395Information to Assist Judicious Prescribing 395Medication as a Part of Multi-Modal Treatment Package 396

Symptom-Based Pharmacotherapeutic Strategy 396The Art of Prescribing Medication 396

Use of Non-Licensed Psychotropic Medication 397Factors Affecting Pharmacotherapy in Children 397

Medications 398Stimulants 399Antipsychotics 399

Second-Generation Antipsychotics (SGAs) 399Mood Stabilizers 403

Disruptive Mood Dysregulation Disorder (DMDD) 403Drug Interactions 404Ethical Issues in Paediatric Psychopharmacology 404Conclusion 404References 404

Contentsxx

45 Paediatric Liaison 407Peter HindleyOverview 407Paediatric Liaison and Child and Adolescent Mental Health Emergencies 407Paediatric Liaison and the Mind–Body Interface 408Paediatric Liaison: Management, Commissioning and Value for Money 410Conclusions 410References 411

46 Promoting Educational Success: How Findings from Neuroscience can Guide Educators to Work Optimally with the Brain 413Bettina HohnenEducation and Neuroscience: The Debate 413Neuro-Myths 413Optimum Context for Learning: A Neuroscientific Model 414Background to Brain Development 414

Level 1 415Level 2 415Level 3 416Level 4 416Level 5 416Level 6 416

Developmental Changes in the Brain: The Case of Adolescence 416Reward 417Regulation 417Relationships 417Creativity and Higher-Order Thinking 417

References 418

47 Continuities and Discontinuities in Youth Mental Healthcare 421Helen Bruce and Linda DowdneyIntroduction 421Service Characteristics 421Client Characteristics 422Ways Forward 423

Evaluation of Transition Outcomes 424Conclusions 424References 425Internet Resources 426

Youth mental health support 426For Professionals and Commissioners of Services 427

48 The Children and Young People’s Improving Access to Psychological Therapies (CYP IAPT) Programme in England 429Peter Fonagy, Kathryn Pugh and Anne O’HerlihyIntroduction 429Challenges Facing CAMHS 429Implementation 430

Contents xxi

Partnerships and Collaboratives 430Implementation Initiatives 430

Training Initiatives 431User Participation Initiatives 431Monitoring User Participation and Training Initiatives 431

Service Development Outcomes 432Evaluation 432

Improved Access and Efficiency 432Evidence-Based Interventions 432ROM and User Engagement 433Challenges to Implementation 433

Future Directions 433References 433Internet Resources 435

Index 437

Gillian Baird is Professor of Paediatric Neurodisability at King’s College London and Consultant Paediatrician in Neurodisability at Guy’s and St Thomas’ Evelina Children’s Hospital. Her research interests have been in speech, language and communication dis-orders, autism and cerebral palsy.

Dickon Bevington is a child and adolescent psychiatrist in Cambridgeshire and Peterborough NHS Foundation Trust, specializing in youth with substance use prob-lems and multiple co-morbidities. He is Medical Director of the Anna Freud National Centre for Children and Families and a developer of mentalization-based treatments (MBT-Families, co-lead of AMBIT). Previous publications include co-authorship of the second edition of What Works For Whom: A Critical Review of Treatments for Children and Adolescents (Guilford, 2015).

Sarah-Jayne Blakemore is Professor of Cognitive Neuroscience at UCL. She is Deputy Director of the UCL Institute of Cognitive Neuroscience and leader of the Developmental Cognitive Neuroscience Group. Her group’s research focuses on the development of social cognition and decision-making in the typically developing ado-lescent brain.

Ruma Bose was Consultant in Child and Adolescent Psychiatry at the East London NHS Foundation Trust, Tower Hamlets, London, for several years. Prior to her appoint-ment in the UK, she had worked as a psychiatrist in India. She has researched, pub-lished and taught on the subject of cross-cultural psychiatry and medical anthropology, particularly in relation to child and adolescent mental health.

Helen Bruce is a Consultant Child and Adolescent Psychiatrist in Tower Hamlets for East London NHS Foundation Trust and Honorary Senior Clinical Lecturer at Barts and the London School of Medicine and Dentistry. She is also an Associate Dean at the Royal College of Psychiatrists and Senior Teaching Fellow at University College, London. Her particular interests are medical education and transition to adult care.

Alan Carr is Professor of Clinical Psychology and Head of the School of Psychology at University College Dublin in Ireland. He also has a family therapy practice at the Clanwilliam Institute in Dublin. He has published over 20 books and 200 papers in the fields of clinical psychology and family therapy.

Elaine Chung is a Consultant Child and Adolescent Psychiatrist at the Royal Free Hospital working in paediatric liaison, neurodevelopmental psychiatry and general CAMHS. She is Vice Chair of the London and South East Branch Committee of the Association of Child and Adolescent Mental Health (ACAMH.)

Notes on Contributors

xxiii

Notes on Contributorsxxiv

Gina Conti-Ramsden is Professor of Child Language and Learning at the University of Manchester, UK. She is a Fellow of the Royal College of Speech and Language Thera-pists, a Fellow of the British Psychological Society and an Academician of the Social Sci-ences. Gina is interested in raising public awareness of language disorders in childhood, adolescence and adulthood. She is a founder member of the RALLI campaign to raise awareness of language learning impairments (www.youtube.com/RALLIcampaign).

Anna Coughtrey is a Clinical Psychologist working in the Psychological Medicine Research Team at UCL Great Ormond Street Institute of Child Health. Her research focuses on the integration of mental healthcare for children and young people with long-term physical illness with co-occurring common mental health difficulties, includ-ing anxiety, depression and behavioural problems.

Cathy Creswell is a Professor in Developmental Clinical Psychology and a National Institute of Health Research (NIHR) Research Professor at the University of Reading. Her work focuses on the development and treatment of common mental health prob-lems in childhood, particularly anxiety disorders, with the overarching aims of improv-ing both treatment accessibility and outcomes.

David Dossetor is a Child Psychiatrist with a special interest in intellectual dis-ability and autism, Director of Mental Health at Sydney Children’s Hospital Network and Associate Professor at Sydney Medical School. He is head of the Developmental Psychiatry Team that has developed emotions-based social skills training for autism spectrum disorder and also the free electronic Journal for the Mental Health of Children and Adolescents with Intellectual and Developmental Disabilities (www.schoollink.chw .edu.au).

Linda Dowdney is a Consultant Child Clinical Psychologist who has worked exten-sively in child and adolescent mental health services. She has a particular interest in the impact of bereavement upon children’s well-being. She was Head of the Doctoral Clinical Psychology course at the University of Surrey, and an honorary Senior Lecturer at University College London.

Kevin Durkin is Professor of Psychology at the University of Strathclyde, Glasgow. His research interests span areas of developmental and social psychology, including the development of language and communication in typical and atypical children, media use by young people, problem behaviour in adolescence, and social adjustment in young adults with language impairment.

Pasco Fearon is both a developmental and a clinical psychologist. He is joint Director of the Doctoral Clinical Psychology training programme at University College London. His research focuses on understanding how children’s social and emotional develop-ment, and mental health difficulties are influenced by parent–child interactions, attach-ment relationships and biological and genetic factors. He contributes to a range of clinical studies focusing on the development of mental health interventions for parents, infants and young children.

Peter Fonagy is Head of the Research Department of Clinical, Educational and Health Psychology, University College London; Chief Executive of the Anna Freud National Centre for Children and Families; and National Clinical Lead of NHS England’s CYP IAPT programme. His clinical and research interests centre on the development and dissemination of evidence-based psychotherapeutic treatments for children, young people and adults, as well as issues of early attachment relationships, social cognition, borderline personality disorder and violence.

Notes on Contributors xxv

Paolo Fusar-Poli is a Consultant Adult Psychiatrist at the South London and Maudsley NHS Foundation Trust and leads the largest European clinical service for those at clinical high risk for psychosis. He is a Clinical Senior Lecturer at the Depart-ment of Psychosis Studies, Institute of Psychiatry, Psychology and Neuroscience, King’s College, London. His research focuses on the assessment and treatment of individuals at risk for psychosis and on youth mental health. Paolo has been recognized as one of the most influential scientific minds in the 2015/2016 Thomson Reuters Highly Cited Researchers.

Elena Garralda is Emeritus Professor of Child and Adolescent Psychiatry at Impe-rial College London and Honorary Consultant Child and Adolescent Psychiatrist with the CNWL Foundation Trust, London, UK. Her clinical and research interests include the interface between physical and mental health in children and young people. She is involved in the 11th revision of mental disorders in the International Classification of Diseases (ICD).

Jane Gilmour completed her PhD and DClinPsy at University College London, where she has senior teaching fellow and clinical lecturer roles. Her publications reflect her research interests, including growth disorders, appetite dysregulation, neuropsychology and neurodevelopmental disorders. She also works as a clinical psychologist develop-ing interventions for children and families who have neurodevelopmental conditions, particularly autistic spectrum disorders, obsessive compulsive disorder and Tourette’s syndrome.

Danya Glaser, previously a developmental paediatrician, is Honorary Consultant Child & Adolescent Psychiatrist at Great Ormond Street Hospital for Children, and Visiting Professor at University College London. Within the field of child maltreatment she is a clinician, researcher and teacher, and has written widely. She is a past president of the International Society for the Prevention of Child Abuse and Neglect (ISPCAN).

Julia Gledhill is a Consultant Child and Adolescent Psychiatrist in Harrow CAMHS and Honorary Clinical Senior Lecturer at Imperial College. Her research has focused on the outcome and management of adolescent depressive disorders in primary care, with her MD thesis investigating the outcome of depressive disorder and subsyndro-mal mood symptoms in adolescents consulting their GP. Her other research interests have focused on psychiatric outcome for children and parents following acute life- threatening illnesses and paediatric intensive care unit admission.

Isobel Heyman is a consultant Child and Adolescent Psychiatrist who leads the Psychological Medicine Team at Great Ormond Street Hospital for Children. She is Honorary Professor at the Institute of Child Health, University College London. She is nationally/internationally known for her clinical and research work on obsessive compulsive disorder and neuropsychiatry. She has a commitment to the integration of physical and mental health care. In 2015 she was awarded Psychiatrist of the Year.

Peter Hindley is a retired Consultant Child and Adolescent Psychiatrist and Chair of the Faculty of Child and Adolescent Psychiatry at the Royal College of Psychiatrists. Before retiring, he was a Consultant in Paediatric Liaison at St Thomas Hospital and Director of Training in Child and Adolescent Psychiatry for south London. He currently works as a medical member of the Mental Health Tribunal Service.

Matthew Hodes is a Consultant Child and Adolescent Psychiatrist in Central and North West London NHS Foundation Trust and an Honorary Senior Lecturer in Child and Adolescent Psychiatry at Imperial College London. His interests include the

Notes on Contributorsxxvi

interface of physical and mental health, migration and refugees’ mental health, and evidence-based practice in child and adolescent psychiatry.

Bettina Hohnen is a Child Clinical Psychologist specialising in Paediatric Neu-ropsychology as well as general Child and Adolescent Mental Health. She lectures at University College London where she holds a post as a Senior Clinical Teaching Fellow. She is a regular speaker at conferences and writes, lectures and speaks on topics includ-ing neuroscience and education, adolescent brain development, neurodevelopmental differences in children and parenting.

Sajid Humayun is a Senior Lecturer in Psychology at the Department for Psychology, Social Work and Counselling at the University of Greenwich. He conducts research on callous-unemotional traits in children and adolescents, ran the first UK RCT of Func-tional Family Therapy and has written a number of reviews of interventions for anti-social behaviour in children and adolescents. He is a member of the Early Intervention Foundation evidence panel for gangs and youth violence.

Anthony James is an Honorary Senior Lecturer University of Oxford. He is a Con-sultant Child and Adolescent Psychiatrist at the Highfield Unit, Oxford. He has research interests in early-onset psychosis, bipolar disorder, obsessive compulsive disorder and dialectic behavioural therapy. He has undertaken MRI studies including longitudinal studies and magnetoencephalography in a number of adolescent-onset disorders. His recent research interest is in stem cell work in adolescents with psychosis.

Eilis Kennedy is a Consultant Child and Adolescent Psychiatrist and Director of Research at the Tavistock Clinic and an Honorary Reader in the Research Department of Clinical, Educational and Health Psychology at University College London. She is currently Joint Editor in Chief of the Journal Clinical Child Psychology and Psychiatry. Her research interests focus on the evaluation and development of interventions in Child and Adolescent Mental Health Services.

Anup Kharod is an Assistant Psychologist within the Psychological Medicine Team at Great Ormond Street Hospital. She has previously worked in child and adolescent men-tal health services and with children with acquired brain injury. Anup has a particular interest in child mental health in the context of neurodevelopmental disorders and the role of cognitive assessments in informing the delivery of evidence-based treatments.

Thomas Klee is Professor and Head of the Division of Speech and Hearing Sciences at the University of Hong Kong. He trained as a speech-language pathologist and taught at universities in the USA, UK and New Zealand before moving to Hong Kong. His current research focuses on improving the way in which children with development language disorders are identified.

Graeme Lamb has been working in psychiatry in East London for over 20 years. He is a Consultant in Child and Adolescent Psychiatry in East London NHS Foundation Trust (ELFT). Graeme is Clinical Director for Children’s Services at ELFT with clini-cal responsibility for child and adolescent mental health and community child health services across the Trust.

Cindy H. Liu is the Director of Multicultural Research at the Commonwealth Research Center at Beth Israel Deaconess Medical Center, an Instructor in the Depart-ment of Psychiatry at Harvard Medical School and an Assistant Research Professor at University of Massachusetts Boston. Her research focuses on community-based and translational research related to the measurement of stress in diverse mothers and infants and its role on mental health in the family.

Notes on Contributors xxvii

Sonia Livingstone, OBE, is a professor in the Department of Media and Communica-tions at LSE. Sonia researches the opportunities and risks for children and young people afforded by digital and online technologies. Author of 20 books, her latest is The Class: Living and Learning in the Digital Age. She leads the projects Global Kids Online, Pre-paring for a Digital Future and EU Kids Online (see www.sonialivingstone.net).

William Mandy is a Clinical Psychologist and academic who works at University Col-lege London. His research is aimed at better understanding the lives of autistic people, and finding new ways to help them address some of the challenges they face. This involves developing new assessment methods and interventions for clinical and educational set-tings. He has a particular interest in autism as a condition that is characterized by strengths as well as difficulties; and in improving understanding of the female autism phenotype.

Laura Markham is a clinical psychologist who works in a Pupil Referral Unit in Sutton and consults to various schools in the area. She previously worked at the Department of Child and Adolescent Mental Health, Great Ormond Street Hospital. Her clinical work has involved the assessment and treatment of children with medically unexplained symptoms, mental health difficulties, neurodevelopmental difficulties and physical health problems.

Barbara Maughan is Professor of Developmental Epidemiology at the Institute of Psychiatry, Psychology and Neuroscience, King’s College London. Her research focuses on psychosocial risks for disorder in childhood, and the long-term impact of disorder and early risk exposures for well-being across the life course. She has undertaken a num-ber of long-term longitudinal studies and has extensive collaborations with national and international investigators in life course epidemiology.

Eve McAllister is a Clinical Psychologist within the Psychological Medicine Inter-vention Service, Department of Child and Adolescent Mental Health, Great Ormond Street Hospital. Her clinical work involves the assessment and treatment of children with a combination of functional symptoms/medically unexplained symptoms, mental health difficulties, neurodevelopmental difficulties and physical health problems.

Eamon McCrory is a Professor of Developmental Neuroscience and Psychopathol-ogy at UCL and a Consultant Clinical Psychologist. He is a Co-Director of the Develop-mental Risk and Resilience Unit. His research focuses on early adversity and the impact of maltreatment, the neurocognitive mechanisms associated with resilience and the emergence of mental health problems.

Philip Messent is a Consultant Family Therapist who has worked in East London CAMHS since 1986. He has a particular interest, born out of his experience in working in such a culturally diverse and socially disadvantaged area, in how we can best connect with others across differences in culture, class and socioeconomic status. This interest has extended in recent years to making connections across countries, making contribu-tions to the development of international health links in Uganda and Bangladesh. He is a member of the teaching staff at the Institute of Family Therapy, London.

K.A.H. Mirza has over 30 years’ experience in the assessment and treatment of chil-dren, young people and adults with psychiatric disorders and substance misuse. He has worked in general adult psychiatry and addiction sciences for a decade before specializ-ing in child and adolescent psychiatry at the Maudsley Hospital, London and University of Cambridge. He has held senior academic and clinical positions in major universities across the world, including University of Cambridge, Dalhousie University Canada, and Institute of Psychiatry, King’s College.

Notes on Contributorsxxviii

Sudeshni Mirza is a graduate of Trivandrum Medical College, University of Kerala, from where she also obtained her MD in Forensic Medicine in 1987. She was co-founder and consultant in a specialist drug and alcohol service in India. Currently Sudeshni works as Professor of Forensic Medicine in DM Wayanad Institute of Medical Sciences, Kerala. Sudeshni has co-authored many publications and co-edited several textbooks on both psychiatry and forensic medicine.

Antonio Muñoz-Solomando works as a Child and Adolescent Psychiatrist with Cwm Taf University Health Board and holds a managerial role within the service. He is actively involved in research, training and development of the local child and mental health services in South Wales. His clinical and research interests include neurodevel-opmental disorders, mental health strategy, specifically the development of care path-ways and service transition.

Valerie Muter is an honorary research associate at the Institute of Child Health, University College London. Before that, she was a Consultant Clinical Neuropsycholo-gist at Great Ormond Street Children’s Hospital for 15 years. Her clinical and research interests are in the fields of literacy development and disorders, and cognitive sequelae following neurological injury.

Dasha Nicholls is a Consultant Child and Adolescent Psychiatrist in the Feeding and Eating Disorders service at Great Ormond Street Hospital and Honorary Senior Lecturer at UCL Institute of Child Health. She chairs the Eating Disorders Faculty of the Royal College of Psychiatrists, is Past President of the Academy for Eating Disor-ders, chaired the Junior MARSIPAN group, is a member of the Eating Disorders NICE Guideline Committee and Expert Reference Group, and co-founded the Child and Ado-lescent Psychiatric Surveillance System (CAPSS).

Thomas G. O’Connor is a Professor in the Department of Psychiatry and the Director of the Wynne Center for Family Research at the University of Rochester. His clinical research focuses on the role that early (including prenatal) exposures and experiences play in shaping psychological, physiological and immunological processes underlying behavioural and somatic health.

Anne O’Herlihy currently works within the Children and Young People’s Mental Health Programme (Medical Directorate, NHS England), supporting the CYP IAPT service transformation programme. She is project lead for the CYP eating disorder pro-gramme, curricula development, and related mental health work within NHS England. Prior to this post she managed CAMHS health service research projects (NICAPS, 2001; CIRS, 2007; COSI-CAPS, 2007) and quality improvement and accreditation pro-grammes at the Royal College of Psychiatrists Centre for Quality Improvement (CCQI).

Tony O’Sullivan is a retired Consultant Paediatrician who until March 2016 was based at Kaleidoscope, Lewisham Centre for Children & Young People, Lewisham & Greenwich NHS Trust, London, UK.

Christine Puckering is a Clinical, Forensic and Neuropsychologist with a longstand-ing interest in parent–child interaction in the early years. She is Programme Director of Mellow Parenting, a charity aiming to help parents and young children make good relationships, particularly in families with complex needs. She was awarded a Winston Churchill Travelling Fellowship in 2015 to explore how other countries prioritize infant mental health.

Vanessa B. Puetz is a Postdoctoral Research Associate at the Developmental Risk and Resilience Unit at UCL. Her research focuses on the impact of childhood maltreat-ment on brain development and employs both neuroimaging (s/fMRI) and behavioural